94 47 3 249-268Chinese Journal of Psychology 2005, Vol. 47, No. 3, 249-268Erik Erikson Erikson Erikson 472 588 225 Cheek 1989 Harter 1990aErikson developmental crisis developmental task Erikson s e l f-i d e n t i t y Erikson, 1958, 1963, 1968, 1980 Erikson, Erikson, & Kivnick, 1997 Erikson03008 2003 4 11 2004 11 4 2004 12 104 1 E-mail: kllay@.tw89-H-FA01-2-4-2 2002250Erikson continu-ousness sameness Erikson, 1958, 1963, 1968 Erikson identity formation 1999 Erikson Erikson, 1958, 1963, 1968 Erikson Erikson Kroger, 1989 Erikson Marcia 1966 Adams & Fitch, 1982 Marcia, 1966, 1976, 1980 Marcia & Friedman, 1970 Cheek 1989 self-identity content Cheek, 1989 Cheek & Briggs, 1982 Hogan & Cheek, 1983Marcia 1966 Erikson exploration commitment1. identity achievement2. foreclosure3. moratorium4. identity diffusion Marcia Archer, 1989 Adams & Fitch, 1982 Adams & Shea, 1979 Bourne, 1978 Marcia, 1976, 1980 Erikson Erikson Blasi, 1988 Cote & Levine, 1988 van Hoof 1999 Marcia Erikson Erikson, 1968 Berzonsky 1990, 1992, 1994 Berzonsky information-oriented n o r m a t i v e-o r i e n t e d diffuse/avoidant-oriented Berzonsky, 1990, 1994 Berzonsky & Sullivan, 1992 Marcia Marcia Berzonsky, 1992 Marcia Berzonsky, 1990, 1992, 1994 Berzonsky251M e i l m a n 1979 Marcia 12 15 18 21 24 Meilman EriksonErikson 1958, 1963, 1968 Marcia 1966 Marcia 1966 Berzonsky 1990 Meilman 1979 Erikson van Hoof, 1999Sampson 1978Sampson bipolarity Sampson Cheek Briggs 1982 Miller 1963 Sampson 22 Sampson Hogan Cheek 1983 1989 Cheek Cheek, 1989 Cheek & Briggs, 1982 personal identity social identity collective identityprivate self continuity uniquenesspublic self Cheek 1989Cheek & Briggs, 1982 Cheek 1989 Cheek 1989Cheek 1989 importance Cheek identity needs252Cheek 1989 Berzonsky 1994 / Buss 1980 self-consciousness theory Cheek Briggs 1982 .29 .39 .30 .58 Cheek & Briggs, 1982 Cheek & Hogan, 1983 Penner & Wymer, 1983 domain specificity CheekErikson Erikson et al., 1997 Erikson Erikson Bourne, 1978 psychosocial developmental theoryErikson Erikson social demand social roles experimentation identity achievement role confusion Erikson Erikson existential philoso-pher Bourne, 1978 Baumeister, 1991 Erikson et al., 1997 1999 Erikson253Baumeister, 1991 Erikson et al., 1997 Meilman 1979Erikson 1999 Cheek Briggs 1982 Cheek 1989 Cheek CheekCheek G o o s s e n s, 2001Cheek Erikson Cheekself-descrip-tion Harter, 1990a, 1999 Harter 1999 Erikson 1968254Cheek 1989Erikson 1963, 1968, 1980 Marcia 1966, 1976, 1980 Erikson, 1968 g o a l s v a l u e s beliefs capacities temporal-spatial Meilman 1979 Stark Traxler 1974 17 20 21 24 21 24 Wagner Marcia, 1980 10 18 heroism Goenjian et al., 1999; Pynoos, Steinberg, & Piacentini, 1999 1999Meilman Stark Traxler Wagnercross-sec-tional approach 472 588 225 1285 50.6% 49.4% 13.91 53.6% 46.4% 16.77 30.7% 69.3% 19.93Cheek 1989 Aspects of Identity255Questionnaire AIQ Cheek 1989 10 7 AIQ Erikson 17 26 43 AIQ1 5 0 1 Cheek 23Erikson 1 53 5 5 5 30oblique promax1 .252 .3539.28% 16 12 15256.50.02.04.41.00-.03.4925738.75%39.23% 41.05%48.49% 11 8 548.24% 47.67% 49.70%.07.40.48258Cronbach’s .90 .90 .87 Cronbach’s .88 .89 .83 .84 .90 .86 .86 .88 .88 Cronbach’s .86 .84 .71 Cronbach’s .85 .85 .68 .86 .82 .72 .89 .84 .74F(2, 1235)= 7.58 p< .001 F(2, 1261) = 9.09 p< .001 F(2, 1253) = 61.21 p< .001 Scheffe p < .05 F(2, 1374) = 91.66 p< .001 F(2, 1716) = 311.67 p < .001 F(2, 659) = 258.97 p < .001Scheffe p< .05missing data F(2, 1160) = 34.30 p< .001 F(2, 1212) = 29.20 p< .001 F(2, 1128) = 2.09 p> .05 Scheffe p< .05 F(2, 1271) = 16.01 p< .001 F(2, 1615) = 86.36 p < .001 F(2, 614) = 79.86 p< .001 Scheffe p< .05 F(2, 1125) = 42.43 p< .001 F (2,1192) = 29.54 p < .001 F (2, 1106) =4.02 p < .05 Scheffe p < .05 F (2, 1241) =5.86 p < .01 F (2, 1577) = 32.10 p < .001 F (2, 605) = 33.88 p < .001 Scheffe p < .05Scheffe( ) ( ) ( )F 3.80 .58 3.79 .51 3.94 .46 7.58*** 3.91 .66 3.91 .63 3.71 .54 9.09*** 3.38 .64 3.08 .66 2.81 .64 61.21***F 91.66***311.67***258.97***Scheffe( ) ( ) ( )F .64 .25 .73 .22 .79 .20 34.30*** .70 .27 .80 .24 .83 .21 29.20***.60 .24 .60 .26 .56 .29 2.09F 16.01***86.36***79.86***Scheffe .36 .25 .47 .27 .55 .27 42.43*** .41 .31 .54 .33 .59 .31 29.54*** .36 .23 .40 .25 .37 .27 4.02*F 5.86**32.10***33.88***Scheffe( ) ( ) ( )F 3.48 .67 3.38 .67 3.57 .62 7.24***3.48 .70 3.48 .63 3.68 .56 9.00*** 3.13 .72 3.01 .78 3.28 .70 11.30***F 38.59***72.83***24.06***Scheffe***p < .001, **p < .01, *p < .05F(2, 1243) = 7.24 p < .001 F(2, 1270) = 9.00 p< .001 F(2, 1269) = 11.30 p< .001 Scheffe p< .05 F(2, 1393) = 38.59 p< .001 F(2, 1728) = 72.83 p < .001 F(2, 661) = 24.06 p< .001 Scheffe p< .05Cheek r= .21 .43 p< .001 r = .10 .39 p< .001 r= -.02 .37 p< .001Baumeister 1991.08.21.10Erikson Eriksonself-description Harter, 1990a Harter, 1990a Erikson 1963 physical attractiveness Harter, 1990b Lord & Eccles, 1994Erikson Piaget, 1932Erikson Erikson 1968Harter, 1990aPiaget 1932 Sullivan 1953Santor, Messervey, & Kusumaka, 2000 Thorne & Michaelieu, 1996Erikson 1968 Marcia 1966James Marcia Santrock, 2003 deconstruction reconstruction consolidation Susan Harter 1986 Harter 1986 James Marcia 1966 foreclosure Marcia, 1966 - hypothetical-deductive reasoning formal operational stage105Waterman 1992 optimal psychological func-tion positive mental health Erikson & Erikson, 1950 Jahoda, 1958Cheek Cheek Erikson 1963Erikson 1997Erikson60 97 157 cross-validation 2004 r = -.03 ~ .36 p< .001.25 28 .12 .45 .45 .12 .45 .45.25 18 .20 .29 .49 .20 .29 .49 23 > .2520041999 Erikson 92112 93-128Adams, G. 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However, they failed to capture Eriksonian concept of the same-ness and continuity in identity achievement, nei-ther did they reflect Erikson’s emphasis on role experimentation that is essential for the resolu-tion of identity crisis. Based on Erikson’s theory, the aims of the present study are fourfold. The first is to describe the vicissitude of different identity content in the different substages during adolescence. The second is to identify the specif-ic identity contents that serve to be the develop-mental crises puzzled by adolescents of different stages. The third is to enlarge the conceptualiza-tion of identity content proposed by Cheek (1989) in order to reflect Eriksonian thinking about role experimentation. The fourth goal of the present study is to add a new measurement, namely, identity firmness, to reflect Erikson’s belief that identity formation reflects one’s self-continuity and sameness in his or her value sys-tems and beliefs. A total of 472 junior high school students, 588 high school students, and 225 college students in Taiwan filled up a 5-point-scale questionnaire to rate on their sense of importance, firmness, and experiences of explo-ration in various aspects related to the issues of self-identity. Results of factor analyses indicated that, in addition to Personal Identity, Social Identity, and Collective Identity proposed by Cheek (1989), one more aspect of identity con-tent, Image Identity, should be included in under-standing the development of self-identity. The construct of Image Identity is based on character-istics of private-self. It also reflects Harter’s (1990a) postulation of “trait labels.” Cross age comparisons measuring sense of importance revealed that junior high and high school students are more concerned about social and image iden-tity, whereas college students are more concerned about personal identity. Meantime, college stu-dents’degree of sense of firmness is significantly higher than junior high and high school students’on personal, social and image identity. On the other hand, junior high school students’degree of sense of firmness does not differ from that of high school students in personal and social iden-tity; surprisingly, their average score on image identity is even higher than that of high school students. Results of this study indicate that the rating on firmness is a measuring dimension independent from the rating of importance. Keywords:identity importance, identity firmness, personal identity, social identity, image identityThe Developmental Differences of Identity Content and Exploration Among Adolescents of Different StagesKun-Hu Chen Keng-Ling Lay Yin-Chang WuDepartment of Psychology, National Taiwan University。